Teaching Lab All Partners Report: Unmatched

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 547 educators who completed the diagnostic survey, 120 educators who completed the follow-up survey, and 28 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
% of Educators with Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 68% 71% +3% 80%
Recognition of race & culture 33% 34% +1% 52%
Holding growth mindsets 53% 61% +8% 74%
Having high expectations and beliefs 96% 94% −2% 96%
Taking accountability for equitable instruction 92% 93% +1% 97%

1 Note: The number of observations varies between items from 116 to 547

2 n = 116

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 66% 64% −2% 84%
Trust in fellow teachers 83% 72% −11% 88%
Connectedness to fellow teachers 75% 70% −5% 90%
Have influence over professional learning 36% 38% +2% 67%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 68% 74% +6% 90%

1 Note: The number of observations varies between items from 109 to 440

2 n = 109

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
% of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 59% 66% +8% 72%
ELA instructional shifts 51% 58% +6% 64%
Fluency 52% 58% +7% 65%
Text complexity 58% 73% +15% 79%
Close reading 66% 72% +6% 76%
Building knowledge 52% 67% +15% 74%
Supporting students with unfinished learning 68% 70% +2% 72%

1 Note: The number of observations varies between items from 69 to 408

2 n = 69

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
% of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 60% 63% +3% 69%
Math instructional shifts 53% 53% +0% 62%
Equitable Math Instruction 72% 78% +6% 82%
Supporting students with unfinished learning 65% 72% +7% 75%
Effective Teaching Practices 56% 54% −1% 60%

1 Note: The number of observations varies between items from 51 to 129

2 n = 51

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Practices

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 91% 85% −6% 91%
Whether the lesson is focused on a high-quality text or task 89% 82% −7% 91%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 89% 91% +2% 91%
Whether all students have opportunities to engage in the work of the lesson 94% 82% −12% 91%

1 Note: The number of observations varies between items from 11 to 107

2 n = 11

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers Non-TL Teachers
The lesson is focused on a high-quality text or task 100% 55%
The questions and tasks address the analytical thinking required by the grade-level standards 82% 0%
All students have opportunities to engage in the work of the lesson 73% 9%

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity
Improve my own instructional practice 17%
Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers, Improve my own instructional practice 17%
Lead professional learning for teachers, Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers 17%
Lead professional learning for teachers, Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers, Improve my own instructional practice 50%

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes

"Time to collaborate with co-workers ; time to dig into
student strengths and areas of need"

"Justin did a fantastic job of facilitating our group. He was
amazing at answering all questions and made everyone feel
very comfortable."

"actually like it was broken into 2 days -didn't seem too
overwhelming with everything else going on"

"Thorough instruction that was clear and things to put into
practice. Enjoyed the time to plan and put into practice"

"It went great. Everything was managed well, presented well,
and responded to appropriately."

"In spite of having to use zoom, most participants were
engaged in conversations critical to how Guidebooks will
benefit students"

"Working in the breakout rooms gave us the opportunity to
talk through our thoughts."

"The flow and delivery of the information. Also, the open
discussions among participants."

"Getting back into it...forcing me to jump back on board with
the important mission."

Comments on Improving Experience
Quotes

"There was one session where it was just one person in the
breakout session. A little more feedback could have been
beneficial."

"rigor, intensity of lessons and how to make all students
access grade level content"

"Some of the work took a long time. I have planning for
my week and I was not able to complete some of the moodle
activites on time. It was a lot of work"

"seeing a click of this activity being implemented within and
actual class to demonstrate how to manage within small time
window."

"I didn't like the way some of the people in the breakout
rooms worked and would have preferred to work alone."

"Perhaps spread out sessions 4, 5, 6 so teachers have more
time to prepare and complete pre-work."

"Clear directions with dates and specific quidelines. I was
confused about what we are uploading into schoology."

"Going through all the units or going through the units never
taught: Treasure Island (none of the teachers have made it
to this unit in the parish)."

"This course is just not suited for what I do as a SPED
support person. The ELA class is driven by the teacher. I
just play a support role."

"Due to the current circumstances in our district - I am
unable to apply a lot of the great information at this
current time. I would love the opportunity to discuss
strategies that districts are using during virtual/hybrid
learning to promote reading and writing and share successes."

Additional Comments
Quotes

"I was glad I took the course, I thought they could have used
the Eureka Math book more. The last two sessions I had a
difficult time logging in. It may have been my computer. But
they were very understanding."

"Thank you so much for all the time and effort you put into
this training! It was truly an enjoyable experience."

"Thank you for creating a collaborative culture where
everyone's voice is heard and we can all feel comfortable
sharing our experiences and ask questions."

"I really liked the last couple sessions because that is when
we took a closer look at the Eureka Curriculum. I would have
liked more time planning with cohorts and even practicing
lessons."

"It was 3 facilitators: Meredith Starks would receive the
same rating as the other 2 facilitators. They did a great
job!"

"I really enjoyed the course. It has helped to build my
confidence in helping my students to learn."

"The material from the guidebook is overused. Please consider
utilizing other examples! This repetition can get tedious."

"Thank you for the opportunity to learn! Questions 7 & 8
left no place to answer the questions. I would rate both of
those questions as Strongly Agree."

"Would love to see a bank of short videos on the Schoology
site that could be used with teachers. It takes so long
to find good, strong video examples. Thanks for all of the
resources you have already shared through this series."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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